# Time to Practice Week 1 Essay

1881 WordsOct 4, 20148 Pages
University of Phoenix Material Time to Practice – Week One Part A Some questions in Part A require that you access data from Statistics for People Who (Think They) Hate Statistics. This data is available on the student website under the Student Test Resources link. 1. By hand, compute the mean, median, and mode for the following set of 40 reading scores: SUMMARY 31 32 43 42 24 34 25 44 23 43 24 36 25 41 23 28 14 21 24 17 25 23 44 21 13 26 23 32 12 26 14 42 14 31 52 12 23 42 32 34 2. Compute the means for the following set of scores saved as Ch. 2 Data Set 3 using IBM® SPSS® software. Print out a copy of the output. (Please refer to attachment) Hospital size (number of beds)…show more content…
Class interval Frequency 90–100 12 80–89 14 70–79 20 60–69 24 50–59 28 40–49 29 30–39 21 20–29 15 10–19 17 0–9 12 9. A third-grade teacher is looking to improve her students’ level of engagement during group discussions and instruction. She keeps track of each of the 15 third graders’ number of responses every day for 1 week. This information is available in Ch. 4 Data Set 2. Use IBM® SPSS® software to create a bar chart (one bar for each day). 10. Identify whether these distributions are negatively skewed, positively skewed, or not skewed at all, and why. a. This talented group of athletes scored very high on the vertical jump task. Positive skew b. On this incredibly crummy test, everyone received the same score. No skew c. On the most difficult spelling test of the year, the third graders wept as the scores were delivered. Negative skew 11. For each of the following, indicate whether you would use a pie, line, or bar chart, and why. a. The proportion of freshmen, sophomores, juniors, and seniors in a particular university I would use a pie chart because it would show a percentage of designated students in that university. b. Change in GPA over four semesters I would use a line because it would show the lineage of the GPA for each semester and it would show a pattern on reasons for the drops of increases in GPA. c.